The document provides an outline for a course on "Understanding the Self" that aims to help students develop a better understanding of their personal identity. It includes the course description, intended learning outcomes, and a week-by-week lesson plan covering topics like philosophical, psychological, and cultural perspectives on the self; physical, emotional and social aspects of identity development; and strategies for self-management. A variety of active learning methods are proposed to be used, like flipped classroom, group discussions, case studies and reflective journaling. Student learning will be assessed through quizzes, tests, and rubric-based evaluation of assignments. The goal is for students to gain insight into the factors that shape the self and to acquire skills for

1. CCA-OVPAA-IEAS-OBTLP-Understanding the Self
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INSTITUTE OF EDUCATION, ARTS AND SCIENCES
First Semester, A.Y. 2021 - 2022
Outcomes – Based Teaching and Learning Plan in Understanding the Self
VISION MISSION MOTTO CORE VALUES
City College of Angeles envisions itself
as an institution of hope and as premiere
local college in the country.
City College of Angeles is committed to
offer quality education for the holistic
development of competitive and
technically capable professionals with
deep sense of excellence, resiliency,
stewardship, and patrimony.
“Totalis Humanae”
Course Title Understanding the Self Course Code UNDSELF
Credit Units 3 units Course Pre-/Co-requisites None
Course Description
The course deals with the nature and identity, as well as the factors and forces, that affect the development and maintenance of personal identity.
It also aims to ask the question “Who Am I?” especially during the adolescent years which is traditionally believed to be a time of vulnerability
and great possibilities. This also addresses issues of self and identity which are among the most critical for the young.
Program Intended
Learning Outcomes
At the end of this program, graduates will have the ability to:
A. Intellectual Competencies (Knowledge)
1. Analyze “text” (written, visual, oral) critically
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies)
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical, and creative thinking
5. Apply different analytical modes in problem solving
B. Personal and Civic Responsibilities (Values)
1. Appreciate the complex of the human condition
*Excellence
*Stewardship
*Resiliency
*Patrimony

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2. Interpret the human experience from various perspectives
3. Examine the contemporary world from both Philippine and global perspectives
4. Take responsibility for knowing and being a Filipino
5. Reflect critically on shared concerns
6. Generate innovative practices and solutions guided by ethical standards
7. Make decisions based on moral norms and imperatives
8. Appreciate various art forms
9. Advocate respect for human rights
10. Contribute personally and meaningfully to the country’s development
C. Practical Skills
1. Work effectively in a group
2. Apply computing tools to process information effectively
3. Use current technology to assist and facilitate learning and research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one’s knowledge, skills and values for responsible and productive living
7. Organize one’s self for lifelong learning
Course Intended Learning
Outcomes (CILO)
At the end of the course, the students should be able to:
The Self from various Perspectives
1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives.
2. Compare and contrast how the self has been represented across different disciplines and perspectives.
3. Examine the different influences, factors and forces that shape the self.
4. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the
self.
Unpacking the Self
5. Explore the different aspects of self and identity.
6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
7. Identify the different forces and institutions that impact the development of various aspects of self and identity.
8. Examine one’s self against the different aspects of self as discussed in class.
Managing and Caring for the Self
9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self.

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10. Acquire and hone new skills and learnings for better managing of one’s self and behaviors.
11. Apply these new skills to one’s self and functioning for a batter quality of life.
Week
Desired Student Learning
Outcomes
Content
Instructional Delivery Design
Assessment
Synchronous Asynchronous
1
(Mod1
)
1. Familiarize on the thrust of
the college, thus giving
vivid direction on the
course of study.
2. Recognize the importance
of UTS as a distinct subject
in the curriculum.
3. Understand self-
understanding & self-
acceptance.
College VMOs
What “Understanding the
Self” is
The importance of UTS in
the curriculum
The importance of UTS to
the student as a student and
as a person
Matching Pairs
Give a concept or ideas to match.
Ask the students to mill around to
look for their pairs. Tell them to
discuss what they got before
reporting to the class.
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
module
Educational
platforms
Multimedia materials
2 – 3
(Mod
2)
(Mod
3)
1. Compare and contrast how
the self has been
represented in different
perspectives.
The Philosophical View of
Self
- Socrates
- Plato
- Kant
- Descartes
Flipped Classroom
Let students watch lectures on
video. Ask questions based on the
lecture they watched on their own
at home. In class, assign students
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Quiz

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2. Examine the different
influences, factors and
forces that shape the self.
3. Develop a principle to live
by for the personal self.
- Locke
- Hume
The Christian or Biblical
View of Self
- St. Augustine
The Psychological View of
Self
- Sigmund Freud
▪ Psychoanalytic
Theory of the Self
▪ Parts of Personality
▪ Psychosexual
Development
- Erik Erikson
▪ Psychosocial Stages
of Development
to discuss what they watched. Let
them create, collaborate and learn
at their own pace, and apply what
they have learned at home in the
classroom.
Tools for instruction
include:
Lecture and
module
Educational
platforms
Multimedia materials
4
(Mod
4)
1. Distinguish the concept of
individualism and
collectivism towards one’s
culture and others.
2. Determine its effect
towards one culture and
oneself.
Individualism and
Collectivism Case Study
Group the students into fives.
Students review a case study
concerning a specific, real-life
problem or scenario. Applying
what they learnt in the out of class
portion of the flipped classroom,
the group will discuss how they
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
Objective Test

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3. Develop a pleasant &
wholesome attitude towards
oneself.
would tackle the problem and
what solution they would prepare.
Each group can then debrief with
the rest of the class and present
their solution.
module
Educational
platforms
Multimedia materials
5
(Mod
5)
1. Determine the condition of
your physical self.
2. Classify the physiological
needs of the self in each
stage of life.
3. Identify the forces &
institutions that impact the
development of the various
aspects of identity & the
self.
4. Explain the importance of
good health.
Physical Self
Stages of Physical
Development
Flipped Classroom
Let students watch lectures on
video. Ask questions based on the
lecture they watched on their own
at home. In class, assign students
to discuss what they watched. Let
them create, collaborate and learn
at their own pace, and apply what
they have learned at home in the
classroom.
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
module
Educational
platforms
Multimedia materials
Quiz
6 – 7
(Mod6
)
1. Conduct oneself effectively
in different situations as
well as convey ideas and
thoughts to others.
Fourteen intelligent
behaviors:
- Persistence
Word Wall
The instructor will
provide the learning
materials appropriate to
achieving the desired
Quiz

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2. Identify students’ natural
qualities and behavior.
3. Assess and improve
students’ study habits.
- Overcoming
impulsiveness
- Listening to others
- Flexibility in thinking
- Metacognition
- Checking for accuracy
- Questioning &
problem-posing
- Applying past
knowledge to new
situations
- Precision of language
& thought
- Using all the senses
- Creativity
- Living with a sense of
wonderment
- Cooperation
- Sense of Humor
o Let the students select the
key terms in the topic
discussed. Allow them to
post these terms on the
wall. Explain the terms
posted on the wall
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
module
Educational
platforms
Multimedia materials
8
(Mod
7)
1. Demonstrate understanding
of the nature & kinds of
emotions.
2. Identify the physiological
reactions to emotions.
3. Enumerate ways of
controlling & managing
motions.
Fundamentals of Emotion
Emotion management
strategies
Flipped Classroom
Let students watch lectures on
video. Ask questions based on the
lecture they watched on their own
at home. In class, assign students
to discuss what they watched. Let
them create, collaborate and learn
at their own pace, and apply what
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
module
Rubric (Reflective
Journal)
Quiz

7. CCA-OVPAA-IEAS-OBTLP-Understanding the Self
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4. Explain the primary
emotional responses of the
self to achieve emotional
maturity.
they have learned at home in the
classroom.
Educational
platforms
Multimedia materials
9 Midterm Examination
10 – 11
(Mod
8)
1. Explain the basic concepts
of social relationships.
2. Discuss how relationships
with other could be
enhanced & improved by
applying the ideas on social
relationships.
3. Identify & evaluate critical
factors for meaningful
social relationships.
4. Differentiate behaviors that
make for acceptable social
relationships from those
behaviors that are not
acceptable.
Social Psychology
Person Perception
Social Norms
Together as a Group
Conformity
Random Calling
The instructor informs the class
that students will be selected at
random to respond to a question
(perhaps using a shuffled deck of
index cards with students’
names). Then, the instructor poses
the question to the class, and
remains silent for tens of seconds
to allow everyone to think
through an answer. After a
sufficient pause (or perhaps after
peer instruction), the instructor
selects a student at random to
share thoughts about the answer.
Then, the instructor calls on
another student at random to
comment on the first student’s
response.
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
module
Educational
platforms
Multimedia materials
Recitation

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12 – 13
(Mod
9)
1. Analyze personal behavior
to achieve harmonious
relationships with others.
Social Roles & Social Norms
Nature & Depth of
Relationships
Love
Sternberg’s Theory of Love
Attitudes
Stereotypes
Three-Step Interview
Group the students into fours.
Students are initially grouped into
pairs whereby each student takes
a few minutes to interview the
other about the material that was
read online. Students themselves
come up with questions initially
which they would like to ask, and
after each member in the pair has
interview each other, the pair
summarizes their partner’s
responses and then shares them
with another pair of students.
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and
module
Educational
platforms
Multimedia materials
Rubric for the Poem
14 – 15
(Mod
10)
1. Explain the basic concepts
related to morality and
moral self.
2. Identify behaviors
characteristic of the
different stages of moral
development.
Concept of Morality
Moral Reasoning
Kohlberg’s Theory of Moral
Development
Process-Oriented Guided
Inquiry Learning
Assign text to students, and then
pose a set of questions that they
can only answer by exploring the
text that was given. Give students
any answers or facts to memorize.
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
Quiz
Recitation

9. CCA-OVPAA-IEAS-OBTLP-Understanding the Self
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3. Relate the development of
personal values to the
development of a
philosophy of life.
4. State the different
influences or factors related
to the moral self.
5. Evaluate practices that lead
to the development of
desirable moral values.
6. Apply concepts on morality
in particular situations to
develop a philosophy of
life.
Pose questions that provoke the
students to look more deeply at the
text they are given. Let students
develop conclusions about the text
they are interrogating that will
increase their knowledge. Ask
supplemental questions that will
eventually move the students
towards thinking deeply and
drawing more complex
conclusions.
include:
Lecture and module
Educational
platforms
Multimedia materials
16 – 17
(Mod
10)
1. Evaluate how the parenting
influences the behavior of the
individual.
2. Identify the students’
perception towards parenting.
3. Differentiate the various
parenting styles and practices.
Parenting Styles and
Practices
- Authoritative
- Permissive
- Uninvolved
Random Calling
The instructor informs the class
that students will be selected at
random to respond to a question
(perhaps using a shuffled deck of
index cards with students’
names). Then, the instructor poses
the question to the class, and
remains silent for tens of seconds
to allow everyone to think
The instructor will
provide the learning
materials appropriate to
achieving the desired
learning outcomes.
Class and individual
consultations
Tools for instruction
include:
Lecture and module
Educational
Quiz
Recitation

10. CCA-OVPAA-IEAS-OBTLP-Understanding the Self
July 27, 2020 – Rev. 03
through an answer. After a
sufficient pause (or perhaps after
peer instruction), the instructor
selects a student at random to
share thoughts about the answer.
Then, the instructor calls on
another student at random to
comment on the first student’s
response.
platforms
Multimedia materials
18 Final Examination
Basic Reading Brawner & Arcega (2018). Understanding the Self. SAGE Publications Ltd.
Extended Readings
https://www.the-philosophy.com/socrates-know-yourself
https://www.philosophybasics.com/philosophers_plato.html
http://www.powereality.net/hume-kant.htm
https://faculty.frostburg.edu/phil/forum/Descartes.htm
https://frsergei.wordpress.com/2010/05/21/blessed-augustine’s-view-of-self/
https://courses.lumenlearning.com/boundless-psychology/chapter/psychodynamic-perspectives-on-personality/
https://www.youtube.com/watch?v=lM2-8se6pp8
https://core.ac.uk/download/pdf/82585579.pdf
https://courses.lumenlearning.com/lifespandevelopment2/chapter/periods-of-development/
https://www.desert-alchemy.com/article/physical-self-care/
https://www.developgoodhabits.com/good-study-routine/
http://danerwin.typepad.com/my_weblog/2010/05/14-intelligent-behaviors.html
https://psychcentral.com/blog/how-to-manage-emotions-more-effectively/
https://www.universalclass.com/articles/.../the-benefits-of-social-relationships.htm
http://web.cortland.edu/andersmd/learning/MI%20Theory.html

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Course Assessment
a. Raw Midterm Grade = Class Standing (.60) + Midterm Exam Rating (.40)
b. Raw Final Grade = Class Standing (.60) + Final Exam Rating (.40)
Midterm Grade + Raw Final Grade = Final Grade
2
Course Policies
1. Attendance. Please refer to the CCA Student Handbook (p. 12). Attendance - Student attendance and participation in this course are
essential to learning the material. Students are expected to attend each class and laboratory session, be on time, and stay for the entire
session. Failure to attend will negatively affect your grade.
2. Classroom conduct – Students are expected to assist in maintaining a classroom environment that is conducive to learning and is
respectful to the instructor and the other students. Within the classroom, students are prohibited from using cellular phones AT ANY
TIME, making offensive remarks, or engaging in any form of disruptive activity. Inappropriate behavior in the classroom may result
in a request to leave the class at the instructor’s discretion.
3. Mandatory attendance is required during synchronous class (Face-to-Face or Virtual). As per college policy, students are expected to
complete activities / assignments on-time. While some projects span the entire semester, others are due on specific dates throughout
the semester. Ten percent (10%) of the total points available (or a minimum of 1 point) are deducted from a student's grade on a project
when it is received after the stated due time (usually 5:00 p.m.) on the due date unless otherwise stated on the rubric for the individual
project/assignment. An additional 5% (or a minimum of 1 point) is deducted for each day the project/assignment is late. Work that is
more than one week late will not be accepted without a doctor's note submitted to the instructor or proof of other emergency beyond
the student's control. Be sure to consult the rubric for the individual project for more complete details. Students who are unable to
complete the work during the semester are eligible for an Incomplete only if the reason fits the College's guidelines for an incomplete.
If an Incomplete is granted, it will automatically convert to the grade of F if the work is not completed by the end of the following two
semesters or one year.
4. Tests and Make-ups
All quizzes for this course must be completed. The final examination will be delivered during class schedule.

12. CCA-OVPAA-IEAS-OBTLP-Understanding the Self
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5. Extra Credit. Students are expected to complete the projects / activities as required for the class and to do the best they can on each
project throughout the semester. Thus, it is the policy of the instructor not to give additional assignments for extra credit for students
who wish to pull up their grades at the end of semester.
Every attempt is made to provide a complete OBTLP that provides an accurate overview of the courses. However, circumstances and
events may make it necessary for the instructor to modify the syllabus during the semester. This may depend, in part, on the progress,
needs and experiences of the students.
6. Students participate in the discussion, and answer the discussion questions. Failure to do those in 3 weeks will mean dropping from
the course (Please See Institute Bulletin).
7. Requirements such as activities / assignments / projects should be submitted / posted on or before the given deadline.
8. Coordinate with the professor, using various modes given on concerns problems regarding the requirements.
9. Non-submission of requirements will be incomplete from the course.
Committee Members
Committee Leader: Zosimo C. Oronce Jr.
Committee Members: Gloria M. Sacay
Jene Lianica C. Arcega
Princess Arianne Q. Sison
Mahayana M. Gerolangin
Adrian Tamayo
Prepared by: Reviewed by: Verified by: Approved by: No. of Pages
ZOSIMO C. ORONCE JR.
GLORIA M. SACAY
JENE LIANICA C. ARCEGA
PRINCESS ARIANNE Q. SISON
MS. PRINCESS ARIANNE Q.
SISON
Coordinator,
Psychology & Social Science Courses
DR. ELIZABETH M. ACAMPADO
Assistant Dean,
Institute of Education, Arts and
Sciences
DR. FILIPINAS L. BOGNOT
Vice President for Academic Affairs
17

13. CCA-OVPAA-IEAS-OBTLP-Understanding the Self
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ADRIAN TAMAYO
MAHAYANA M. GEROLANGIN
Instructors, Understanding the Self